A dual disadvantage? : examining the academic self-concept of students with learning difficulties

A positive self-concept is recognized as a fundamental goal of education both within Australia and beyond. Research consistently indicates that students with learning difiiculties experience a reduced academic self-concept. This finding is disturbing. These students already encounter significant disadvantage as a result of their struggle with learning. A depressed academic self-concept will lead to further disadvantage where student's quality of life will be compromised. Understanding how best to measure and consider the construct of self-concept for these student's as well as the impact of specific educational practices is paramount. Recommendations are offered for researchers, policymakers, educators, and parents as they strive to minimize this compounded hardship and provide this vulnerable group of students with opportunities akin to that of their peers.